Julia St.

Louis

Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in this lesson?
How will you connect the big ideas about art and artists work with the art making part of this lesson?
The big idea being investigated in this lesson is citizenship and what it means to be a good
citizen. Students will be investigating what are the characteristics of a good citizen and what
a good citizen does in society. Students will be creating a collage of who they are as citizens
and what they can do to better themselves as citizens in their school, community, family,
etc.

Grade Level: 3
Class Periods Required: 6

Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
This unit is important to teach because students are learning more in-depth about
citizenship. Students are not only learning about what it means to be a citizen, but who they
are as citizens and what they can do to be better citizens. Students should learn from this
unit that it takes more than just knowing what citizenship is to be a citizen, but you must
take action to be better citizens and make a difference. I hope that students will learn from
this experience that citizenship is an ongoing process that takes place everyday and is
involved in every aspect of their lives.

Materials/Equiptment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES- (Books
(Teacher and Childrens), posters,
articles, websites) and PREPARATION
REQUIRED- what materials, tools, and
resources do you need for this class?
- Books
o If Everybody Did by
Jo Ann Stover
o Being a Good
Citizen by Mary
Smallor
o Being a Good
Citizen by Adrian
Vigliano
- Art Materials: Students should
already be familiar with these
tools and understand how to
use them in an appropriate
manner.
o Scissors
o Glue
o Magazines, Books,

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Art Integration Unit Plan Template

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Newspapers, etc.
Internet and Printer (in
order to print off
pictures)
o Crayons, markers,
colored pencils, etc.
o Paint, watercolors,
tissue paper, etc.
What do you need to practice and
prepare for this lesson?
In order to practice and prepare for this
lesson, students need to be able to cut
out materials safely, use glue properly,
and use all materials safely. As a
teacher I should have materials ready to
go and set out.
What did you learn from creating your
teaching exemplar?
Through creating my exemplar, I found
that it was difficult to create a collage
that incorporates good and bad
citizenship because these images are
hard to find. When looking for images
they will not explicitly represent good
or bad citizenship, so there is a lot of
interpretation present. If I were to do
this project in a class, I would consider
printing off and finding images that
represents good and bad citizenship and
letting students choose from a library of
photos. This would make it so that
students are not struggling to find
images that are representative of good
and bad citizenship, but rather focusing
o

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Art Integration Unit Plan Template

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on creating the relationship between the
two in the art.

Key Concepts (3-4)

What will students learn and KNOW about art and art making from this
lesson?
List as facts about art and artists and works of art. What will they
learn from an art, art history, and art criticism discussion? What will they
learn from the art production part of the lesson? What key concepts from
other core subjects will they uncover?
1. Students will learn about what collage is: What is it made of? How
did it start?
2. Students will learn about four different artists and their collage
works: Ryan Alexiev, Kurt Schwitters, Henri Matisse, and Hannah
Hoch. Students will learn background about these artists and
analyze a few of their works.
3. Students will analyze the materials used in these works and their
purpose.
4. Students will analyze the work and try to determine the meaning
behind the work and its purpose.

Essential Questions (3-4) What questions guide the investigation in this

lesson?
What will students discover and investigate both about art and art
making? What will you ask that will guide the purposeful exploration of
materials and ideas that will produce meaningful content to the creative
production?
1. What is citizenship? What does citizenship mean to you?
2. What is a cause and effect relationship?
3. How is citizenship related to a cause and effect relationship?
4. What is a collage? How can it be used to convey a message/meaning?

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
1. The student will define a cause and effect relationship. The student will analyze whether the relationship is positive or
negative, and explain why.
2. The student will define citizenship and analyze what this definitions means to them.
3. The student will understand what a collage is and be able to recognize some famous works and artists of collage.
4. The student will be able to interpret their definition of citizenship and use it to create a collage representing their
interpretation.
Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

Social Studies :
1. Knowledge of the principles expressed in documents

National Standards http://www.educationworld.com/standards/national/

National Core Art Standards
(http://www.nationalartsstandards.org)
- VA: Cr2.1.3: Create personally satisfying artwork using a

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Art Integration Unit Plan Template

shaping in the republic in the United States.

B. Role of Citizens and governments in carrying out
constitutional principles- Discuss and apply
responsibilities of citizens including respect for the
rights of others and treating others fairly (justice)
(DOK 2)
2. Knowledge of Principles and Processes of Governance
Systems
A. Principles and Purposes of Government- Analyze
peaceful resolution of disputes by courts or other
legitimate authorities, such as parents, teachers,
principals, etc. (DOK 2)
Fine Arts:
1. Select and apply two-dimensional media, techniques,
and processes to communicate ideas and solve
challenging visual art problems.
D. Demonstrate an additive process (e.g., string,
cardboard, glue, found objects)
3. Communicate ideas about subject matter and themes in
artworks created for various purposes.
C. Create an original artwork that communicates
ideas about the following themes: Community.
Content Areas Integrated:
1. Visual Art
2. Social Studies: Citizenship

Lesson Titles in Sequence/Order with TIME and MATERIALS

needed for each portion
1. Exploring Cause and Effect Relationships
Time: 1 hour
Materials: If Everybody Did by Jo Ann Stover

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-

variety of artistic processes and materials.

VA: Cr2.3.3: Individually or collaboratively construct
representations, diagrams, or maps of places that are
part of everyday life.
VA: Cr3.1.3: Elaborate visual information by adding
details in an artwork to enhance emerging meaning.

National Social Studies Standards:

- NSS-C.K.4-1: What is Government?
- NSS-C.K-4.2: Values and Principles of Democracy
- NSS-C.K-4.5: Roles of the Citizen

Identify & define common vocabulary/concepts that connect

the art form with the other identified subject area(s):
Cause: a thing that acts or exists in such a way that
some specific thing happens as a result
Effect: something that is produced by an agency or cause
Relationship: a connection, association, or involvement
Brief Lesson Descriptions (2-3 sentences each)
1. As a class, we will read If Everybody Does by Jo Ann
Stover. The book discusses the actions of one individual
and shows how everyone is doing it too. The purpose of

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Art Integration Unit Plan Template

2. What is Citizenship?
Time: 1 hour
Materials: Being A Good Citizen by Mary Small or
Being A Good Citizen by Adrian Vigliano, student
journals, whiteboard or smartboard
3. What is a Collage?
Time: 1 hour
Materials: Collage Presentation (Attached Below)
4. Collecting Materials
Time: 1 hour
Materials: Scissors, Magazines, Newspapers, Books,
Internet and Printer
5. Creating a Collage
Time: 1 hour
Materials: Images found during previous lesson, glue,
other materials to be added on, student journals
6. Presenting a Collage
Time: 1 hour
Materials: Finished collage, student journals

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this book is to illustrate to the students the effects of
their actions- both positive and negative. Following the
reading, students will discuss what our actions mean and
how they affect others. Then we will discuss what a cause
and effect relationship is and come to a class consensus
on the definition. Students will then break up into groups
to act out cause and effect scenarios. Following each act,
the class will discuss the different positive and negative
outcomes of the scenarios.
2. On the board, the definition of citizenship will be written:
The state of being vested with rights, privileges, and
duties of a citizen. The character of an individual viewed
as a member of society, behavior in terms of the duties,
obligations, and functions of a citizen. Students will be
given 5 to 10 minutes to reflect on the definition and
respond to it in their Social Studies journals. Students can
draw pictures or write whatever they feel in reference to
this definition. Then as a class we will read Being A Good
Citizen by Mary Small or Being A Good Citizen by
Adrian Vigliano. Through this reading, students will be
able to get a visual of what a good citizen is and what a
good citizen does. After reading, students will be given 5
more minutes to add to or edit their journal responses
from before. Then as a class, we will come together to
discuss our interpretation of the definition of citizenship.
We will also discuss how citizenship relates to our
previous lesson on cause and effect relationship, and
discuss what a good and bad citizen is and does. Finally,
as a class we will create a mind map about what
citizenship means to us, what a good citizen is, and what
a good citizen does. Students should copy this into their
journal, feeling free to change and edit things to fit to
their personal interpretations.

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Art Integration Unit Plan Template

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3. As a class we will discuss what a collage is, what a
collage is made of, what is the purpose of a collage, and
how a collage is made. Students will then be shown the
presentation slides about four famous collage artists and
their works: Ryan Alexiev, Kurt Schwitters, Henri Matisse,
and Hannah Hoch. Students will analyze their works and
discuss in small groups their interpretations of the
meanings of the piece and the materials used to create
the collage and what that adds to the meaning of the
piece. At the end of this class, students will be introduced
into their project: Students will be asked to create a
collage that shows what a good citizen is and what a bad
citizen is. This is the only prompt they will be given.
Students will be allowed to interpret this statement in
any, which way they please.
4. Students will be collecting images they would like to use
for their collage. They can collect these images from any
of the materials provided in the class, or any they choose
to bring (with teacher consent).
5. In this class, students will be putting their collage
together. They will use the images they found in the
previous class to create a relationship on paper that
showcases the positive and negative aspects of
citizenship. Students will be free to create their collage in
any way they choose. After their main collage is created,
students can feel free to add to their collage if they
please with paint, marker, stickers, etc. Once students
are finished with their collage, they will be asked to write
a reflection in their journal explaining the ideal citizen
and what citizenship means to them. They should pull in
ideas from their collage to help create this meaning.
6. The final day of this lesson is for students to present their
collages to the class. Students will be randomly paired

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Art Integration Unit Plan Template

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up, and given 10 minutes (5 minutes per partner) to
discuss their collages. Students will be encouraged to ask
questions to the other artist about what they choose to
include on their collage and why. It is important that
students are able to engage in a meaningful discussion
about their interpretations of citizenship and the ideal
citizen. Student will switch partners, seeing at least three
different artists work. At the end of the sharing
experience, students will respond in their journals about
the experience. Students will reflect upon how citizenship
is different between people and how it is alike, and what
did they learn from the ability to discuss with their peers.

What student prior knowledge will this unit require/draw upon?

This lesson will require/draw upon student prior knowledge in many ways. Students are expected to know prior to this lesson
the basics of citizenship: what it is, what a citizen does, who is a citizen, etc. Students are expected to know what positive and
negative outcomes are and how to interpret them. Students are also required to know what cause and effect relationships are
and examples of these relationships.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a
playful manner before they are expected to produce the final work. This section should accentuate how the PROCESS
informs the product
Students will be engaged in imagining, exploring, and/or experimenting in this unit in many ways. Students are allotted two
days to create their collages: a day for finding images and a day for creating the collage. This separation is to allow students
the chance to spend the first day exploring different images, and searching to find the images that they think most represent
their interpretations of citizenship. On this day, the students only task is to find as many images as possible. They are not
expected to focus on where to place these images on the collage, but rather on finding images they like. The second day is
when students are able to focus on creating the collage: determining where the images should go, their orientation, spacing,
etc. By separating these tasks into two separate days, students are able to spend more time creating a collage that correctly
represents their interpretation of citizenship, rather than trying to complete both tasks on one day and rushing through them.
How will this unit permit/encourage students to solve problems in divergent ways?

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Art Integration Unit Plan Template

Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this
lesson allows for divergent outcomes?
This unit will permit/encourage students to solve problems in divergent ways. The main task of this unit is for students to
create a collage that showcases what citizenship means to them, more specifically, what a good citizen is and does. This
relationship is shown through the good and the bad on the collage. The purpose of this activity is so that students can use
found images to show these relationships. Students are using the mind map we created in class about citizenship as a basis
for creating this collage. Students are encouraged to use the placement of images, their orientation, their coloring, etc. to add
meaning to the piece. Students will learn that relationships have many elements to them, and even a simple word can be
changed when it is visually changed through art. Students are encouraged to think outside of the box to create their collages
and to interpret the assignment in their own way.
How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also
the product? What reflective practices can you think of that will help them in transitioning from start to stop?
In this unit, students will be engaged in routinely reflecting on their learning/learning processes. Students are required to use
their journals to document their thoughts and feelings at various points through out the unit. Students are asked to showcase
their interpretations of what citizenship is and what is the ideal citizen, as well as the opposite side of this spectrum (What
makes a bad citizen). Students will be asked to not only interpret their own work, but to also interpret the work of their peers.
Students will have been trained to recognize that the color, size, orientation, spacing, etc. of images used in the collage have a
deeper meaning that just their visual content. Students should be able to recognize the relationships that are shown in the
images and the college as a whole. Students are also expected to analyze and interpret the differences and similarities
between their work and the work of their peers.
How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)
This unit will engage students in assessing their own work through their journal reflections they complete at various stages
through out the unit. Students will be reflecting upon their work, their interpretations of the content, and their interactions with
their peers. Students will be graded upon their completion of the reflections and their effort put in. Since these reflections will
be individualized to each student, there is no correct answer, but rather students will be graded on the effort their put into
their writing and their thoughtful interpretations of the content and material.

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Art Integration Unit Plan Template

What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?
There is no place for students to be able to revise and improve their understanding and their work in this unit plan. Teachers
could make the choice to allow students to make changes to their collages after visiting with their peers and interpreting their
works and discussing their points of view, but at that point you take the chance that students are incorporating others
definitions of citizenship into their work and not just using their own personal interpretations.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Presenting the work in a meaningful way. How will this be accomplished?
Students are given the opportunity to share their learning/understanding/work in this unit on the last day. On this day students
are presenting their collages to a peer and discussing with them their interpretation of citizenship. Students will discuss with
each other their interpretations, meanings, and personal definitions. Students will also discuss with one another their choices
in images and those images characteristics and how they add to the overall meaning of the collage. Students will be
encouraged during this time to create meaningful discussions about similarities and differences between their peers and their
own personal definitions of citizenship and the aspects surrounding it.
How will you adapt the various aspects of this lesson to differently-abled students?
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are
highly talented? What have you planned for those who finish early?
There are many ways to be able to adapt this lesson to differently-abled students. For example, for your gifted students or
students who finish early, after they create their collage about what their definition of citizenship is and the ideal citizen, these
students can compare and contrast this definition to what citizenship is like in different cultures around the world. For your
students who are ELL who are from another country, you can have them create their collage about what their definition of
citizenship is and the ideal citizen based on their own culture. These students can them compare how their culture interprets
citizenship and the ideal citizen to the American interpretation. For students who have motor issues and would struggle with
cutting and gluing, you can allow these students to create their collages on the computer or iPad. These are just a few of the
ways you can differentiate this lesson plan to better fit your classroom environment.

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Art Integration Unit Plan Template

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TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
As the teacher, there are a few ways to know that this lesson has been meaningful and successful. One way to identify this is by analyzing the collages students
created. As a teacher you can analyze the images used, their characteristics, any added features to the collage, and the meaning displayed in the work. You will
know that students were successful in the lesson, if their art has meaning and creates a relationship in the art. Another additional way to know that the lesson
has been meaningful and successful is to analyze the students responses in their journals. Were the students able to find a meaning in their art? Were they able
to find meaning in the art of their peers? Were the able to interpret the similarities and differences between their work and the work of their peers and
understand the meaning behind these relationships? Were students able to convey their interpretation of citizenship and what an ideal citizen is? By analyzing
students responses to their experiences in this lesson, you will be able to determine if students gained something of meaning from this lesson.

Julia St. Louis

Art Integration Unit Plan Template

References

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf

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Art Integration Unit Plan Template

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